2.50
Hdl Handle:
http://hdl.handle.net/10755/153546
Type:
Presentation
Title:
Evidence-Based Practice: A Mentoring Program for Promoting Student Success
Abstract:
Evidence-Based Practice: A Mentoring Program for Promoting Student Success
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 21, 2004
Author:Malloy, Sue, EdD, MSN
P.I. Institution Name:San Jose State University
Title:Professor of Nursing
Co-Authors:Katherine Abriam-Yago, EdD; Peggy Mayer, MS, RN
Background: Historically, retention programs in nursing schools consist of tutoring and special sessions on academic skills focused on the at risk student. This presentation focuses on a mentoring program used at a northern California university, with 650 students in the nursing major. This presentation outlines a comprehensive approach and the use of multifaceted resources to assist in student success as evidenced by decreased attrition rates, improved N-CLEX passing rates, and increased student satisfaction. Strategies: Five mentoring approaches to promote student success have evolved at San Jose State University: 1) In 1999, a cohort of diverse student applicants participated in a 5-week summer transition program. Program outcomes included role clarification, skills development, support system development and academic resource utilization. 2) Formalized student organizations have evolved to promote leadership, collegiality and peer support. 3) Since 1988, a faculty position has evolved into an ongoing student retention program. 4) An informal peer-mentoring network was established to support at risk students. 5) A $100,000 grant was awarded to accelerate RN/LVN-to-BSN completion rates. Outcomes and Implications: Utilization of these mentoring approaches have resulted in decreased attrition rates, improved NCLEX passing rates, and increased student satisfaction. Twenty-one students entering a nursing program after completion of the summer transition program successfully completed their nursing program and entered into practice. Thirty-eight RN/LVN-to-BSN students were awarded stipends that enabled them to enroll in full-time versus part-time study, resulting in faster degree completion and entry into the workforce. Qualitative student responses indicated increased student satisfaction with their nursing school experience. Additional outcomes of this comprehensive approach to mentoring include the development of a mentorship model, several faculty and student leadership workshops, and curriculum improvement in assessment, planning and evaluation. This highly multiethnic student population has assumed a variety of nursing leadership roles, advanced practice positions and pursued further scholarly endeavors.
Repository Posting Date:
26-Oct-2011
Date of Publication:
21-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEvidence-Based Practice: A Mentoring Program for Promoting Student Successen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153546-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Evidence-Based Practice: A Mentoring Program for Promoting Student Success</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 21, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Malloy, Sue, EdD, MSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">San Jose State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor of Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">smalloy@son.sjsu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Katherine Abriam-Yago, EdD; Peggy Mayer, MS, RN</td></tr><tr><td colspan="2" class="item-abstract">Background: Historically, retention programs in nursing schools consist of tutoring and special sessions on academic skills focused on the at risk student. This presentation focuses on a mentoring program used at a northern California university, with 650 students in the nursing major. This presentation outlines a comprehensive approach and the use of multifaceted resources to assist in student success as evidenced by decreased attrition rates, improved N-CLEX passing rates, and increased student satisfaction. Strategies: Five mentoring approaches to promote student success have evolved at San Jose State University: 1) In 1999, a cohort of diverse student applicants participated in a 5-week summer transition program. Program outcomes included role clarification, skills development, support system development and academic resource utilization. 2) Formalized student organizations have evolved to promote leadership, collegiality and peer support. 3) Since 1988, a faculty position has evolved into an ongoing student retention program. 4) An informal peer-mentoring network was established to support at risk students. 5) A $100,000 grant was awarded to accelerate RN/LVN-to-BSN completion rates. Outcomes and Implications: Utilization of these mentoring approaches have resulted in decreased attrition rates, improved NCLEX passing rates, and increased student satisfaction. Twenty-one students entering a nursing program after completion of the summer transition program successfully completed their nursing program and entered into practice. Thirty-eight RN/LVN-to-BSN students were awarded stipends that enabled them to enroll in full-time versus part-time study, resulting in faster degree completion and entry into the workforce. Qualitative student responses indicated increased student satisfaction with their nursing school experience. Additional outcomes of this comprehensive approach to mentoring include the development of a mentorship model, several faculty and student leadership workshops, and curriculum improvement in assessment, planning and evaluation. This highly multiethnic student population has assumed a variety of nursing leadership roles, advanced practice positions and pursued further scholarly endeavors.</td></tr></table>en_GB
dc.date.available2011-10-26T12:20:47Z-
dc.date.issued2004-07-21en_GB
dc.date.accessioned2011-10-26T12:20:47Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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